Effectiveness of distance learning for preclinical periodontal education.

Abstract

This study aimed to investigate the effectiveness of distance learning (DL) for the second-year periodontics course compared to classroom learning (CL). MATERIALSANDMETHODS: DL for Class A (n1=126) and CL for Class B (n2=133) were implemented. The same instructors recorded or delivered the same lectures in the two learning modules during the second-year periodontics course. Classes A and B took the same final examinations (a total % score of 200). General linear model (GLM) and ordinal logistic regression (OLR) analyses were conducted after considering individual first-year final % scores as a covariate to test if the second-year final % scores and the distributions of letter grades were significantly different between Class A andB. The mean second-year final % score of the DL group (166.4) was significantly higher than that of the CL group (160.8) (independent t-test, p=.019). However, in GLM, the first-year final % scores significantly affected the second-year scores (p=.016); the second-year final % scores between the two groups were not significantly different (p=.268) after considering the individual first-year scores. In OLR, there was no difference in the likelihood of getting lower grades in the second-year course between the two groups (odds ratio=1.6; 95% confidence interval=[0.95, 2.72], p=.078) after considering the first-year final % scores. Within the limitations of the study, the DL for preclinical periodontics resulted in comparable student learning outcomes when compared to the traditional CL.